Enrollment

1,989

Absenteeism

Reading Proficiency

92 %

Math Proficiency

69%

Science Proficiency

83 %

History Proficiency

83 %

Accountability

State Accreditation Status

Fully Accredited

Elementary and middle schools are Fully Accredited if students achieve adjusted pass rates on state assessments of 75 percent or higher in English and 70 percent or higher in mathematics, science and history. High schools are Fully Accredited if students achieve adjusted pass rates of 75 percent or higher in English and 70 percent or higher in mathematics, science and history; and attain a point value of 85 or greater based on the Graduation and Completion Index.

State Accreditation Results

.

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

English 75 percent

Mathematics 70 percent

Science 70 percent

History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

18

91

73

9

12

88

76

12

13

92

79

8

Female

15

91

76

9

16

91

75

9

15

93

77

7

Male

20

91

71

9

8

84

77

16

11

91

80

9

Asian

14

86

72

14

13

87

74

13

24

94

70

6

Black

5

77

73

23

3

62

59

38

4

83

79

17

Hispanic

12

77

65

23

6

71

65

29

6

68

61

32

White

22

97

75

3

16

96

81

4

15

96

80

4

Two or more races

25

85

60

15

9

96

87

4

-

90

90

10

Students with Disabilities

9

62

53

38

11

64

53

36

7

55

48

45

Economically Disadvantaged

-

71

71

29

3

61

58

39

5

75

70

25

English Learners

-

53

53

47

-

38

38

62

-

53

53

47

EOC English Reading Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

18

91

73

9

12

88

76

12

13

92

79

8

Female

15

91

76

9

16

91

75

9

15

93

77

7

Male

20

91

71

9

8

84

77

16

11

91

80

9

Asian

14

86

72

14

13

87

74

13

24

94

70

6

Black

5

77

73

23

3

62

59

38

4

83

79

17

Hispanic

12

77

65

23

6

71

65

29

6

68

61

32

White

22

97

75

3

16

96

81

4

15

96

80

4

Two or more races

25

85

60

15

9

96

87

4

-

90

90

10

Students with Disabilities

9

62

53

38

11

64

53

36

7

55

48

45

Economically Disadvantaged

-

71

71

29

3

61

58

39

5

75

70

25

English Learners

-

53

53

47

-

38

38

62

-

53

53

47

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

43

88

45

12

39

88

49

12

41

87

46

13

Female

45

90

45

10

47

91

44

9

46

90

44

10

Male

42

87

45

13

30

85

55

15

37

85

49

15

Asian

48

88

40

12

56

94

38

6

51

89

37

11

Black

16

65

49

35

4

63

60

37

11

60

49

40

Hispanic

17

83

66

17

14

73

59

27

17

58

42

42

White

53

94

41

6

49

94

45

6

50

96

46

4

Two or more races

29

82

53

18

25

95

70

5

21

83

63

17

Students with Disabilities

24

53

29

47

11

66

54

34

11

72

61

28

Economically Disadvantaged

8

66

58

34

11

59

48

41

8

61

53

39

English Learners

-

50

50

50

9

35

26

65

3

45

42

55

EOC Writing Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

43

88

45

12

39

88

49

12

41

87

46

13

Female

45

90

45

10

47

91

44

9

46

90

44

10

Male

42

87

45

13

30

85

55

15

37

85

49

15

Asian

48

88

40

12

56

94

38

6

51

89

37

11

Black

16

65

49

35

4

63

60

37

11

60

49

40

Hispanic

17

83

66

17

14

73

59

27

17

58

42

42

White

53

94

41

6

49

94

45

6

50

96

46

4

Two or more races

29

82

53

18

25

95

70

5

21

83

63

17

Students with Disabilities

24

53

29

47

11

66

54

34

11

72

61

28

Economically Disadvantaged

8

66

58

34

11

59

48

41

8

61

53

39

English Learners

-

50

50

50

9

35

26

65

3

45

42

55

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

12

75

63

25

13

73

61

27

12

69

57

31

Female

15

79

64

21

15

75

61

25

12

74

63

26

Male

10

71

62

29

11

71

60

29

13

65

52

35

American Indian

<

<

<

<

<

100

<

0

<

<

<

<

Asian

33

84

51

16

25

84

59

16

23

85

62

15

Black

1

48

47

52

2

47

45

53

2

40

38

60

Hispanic

3

72

70

28

3

63

60

37

5

68

63

32

White

16

83

67

17

16

82

66

18

16

78

63

22

Two or more races

2

64

62

36

16

74

59

26

18

67

49

33

Students with Disabilities

4

52

49

48

6

41

35

59

9

41

32

59

Economically Disadvantaged

2

57

55

43

2

56

53

44

4

55

52

45

English Learners

3

68

65

32

2

63

61

37

4

68

63

32

Algebra I Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

3

80

77

20

2

71

69

29

2

63

60

37

Female

4

87

82

13

3

75

73

25

3

75

72

25

Male

2

75

73

25

2

67

65

33

2

50

49

50

American Indian

<

100

<

0

Asian

15

77

62

23

-

83

83

17

-

85

85

15

Black

-

66

66

34

-

54

54

46

-

45

45

55

Hispanic

2

88

86

12

3

74

71

26

2

71

69

29

White

4

85

81

15

4

76

72

24

5

65

60

35

Two or more races

-

77

77

23

-

82

82

18

-

60

60

40

Students with Disabilities

-

72

72

28

-

31

31

69

-

24

24

76

Economically Disadvantaged

2

71

70

29

1

69

68

31

1

60

59

40

English Learners

4

82

78

18

-

78

78

22

3

77

74

23

Geometry Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

5

75

70

25

4

68

64

32

4

70

66

30

Female

6

80

73

20

5

68

63

32

3

70

66

30

Male

5

70

66

30

3

68

65

32

4

69

66

31

American Indian

<

100

<

0

<

100

<

0

<

<

<

<

Asian

11

83

72

17

14

73

59

27

11

78

67

22

Black

-

40

40

60

-

34

34

66

-

39

39

61

Hispanic

3

61

58

39

2

57

55

43

4

70

67

30

White

7

87

80

13

4

83

79

17

5

82

77

18

Two or more races

4

74

70

26

10

67

57

33

-

68

68

32

Students with Disabilities

-

36

36

64

-

44

44

56

-

46

46

54

Economically Disadvantaged

-

49

49

51

1

44

43

56

1

54

53

46

English Learners

-

46

46

54

4

53

49

47

2

60

58

40

Algebra II Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

23

72

49

28

25

79

54

21

25

73

48

27

Female

27

74

47

26

27

81

54

19

25

78

53

22

Male

18

68

50

32

24

77

54

23

25

69

44

31

American Indian

<

<

<

<

<

100

<

0

<

<

<

<

Asian

50

86

36

14

43

91

49

9

48

89

41

11

Black

3

29

26

71

6

57

51

43

2

30

27

70

Hispanic

3

58

55

42

8

62

54

38

11

59

49

41

White

26

78

53

22

28

83

55

17

27

81

54

19

Two or more races

-

41

41

59

27

77

50

23

43

70

26

30

Students with Disabilities

7

27

20

73

5

37

32

63

12

53

41

47

Economically Disadvantaged

8

41

33

59

5

55

51

45

7

47

40

53

English Learners

7

57

50

43

-

52

52

48

9

52

43

48

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

14

83

69

17

14

83

69

17

16

83

67

17

Female

13

84

71

16

14

84

70

16

14

84

69

16

Male

15

82

67

18

14

83

68

17

17

83

66

17

American Indian

<

100

<

0

<

<

<

<

<

<

<

<

Asian

29

85

56

15

20

89

68

11

25

95

70

5

Black

2

54

52

46

2

50

48

50

3

50

47

50

Hispanic

5

62

57

38

3

66

63

34

4

63

59

37

White

16

92

76

8

18

93

75

7

19

93

74

7

Two or more races

15

84

69

16

9

79

70

21

22

86

64

14

Students with Disabilities

3

52

48

48

7

46

39

54

11

50

39

50

Economically Disadvantaged

2

55

53

45

1

55

54

45

5

62

56

38

English Learners

-

35

35

65

-

51

51

49

-

56

56

44

Biology Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

19

88

69

12

17

84

67

16

15

87

72

13

Female

17

88

71

12

18

87

69

13

13

88

75

12

Male

20

87

67

13

16

82

65

18

18

87

69

13

American Indian

<

100

<

0

<

100

<

0

Asian

32

81

49

19

25

86

61

14

21

93

72

7

Black

3

60

57

40

-

47

47

53

2

55

53

45

Hispanic

6

74

68

26

6

62

56

38

5

71

66

29

White

22

96

75

4

23

96

74

4

19

97

78

3

Two or more races

24

88

65

12

13

83

70

17

24

82

59

18

Students with Disabilities

6

66

59

34

2

49

47

51

7

50

43

50

Economically Disadvantaged

2

63

60

37

1

54

53

46

3

67

64

33

English Learners

-

32

32

68

-

53

53

48

-

57

57

43

Chemistry Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

20

83

64

17

18

87

69

13

20

86

66

14

Female

17

84

67

16

16

84

68

16

20

87

67

13

Male

22

82

60

18

20

90

70

10

21

86

65

14

Asian

45

93

48

7

28

94

66

6

39

94

55

6

Black

3

49

46

51

3

58

55

42

2

52

50

48

Hispanic

12

76

64

24

4

76

72

24

8

63

54

38

White

20

88

68

12

21

92

71

8

21

93

71

7

Two or more races

21

86

64

14

7

73

67

27

32

96

64

4

Students with Disabilities

8

33

25

67

8

42

33

58

6

65

59

35

Economically Disadvantaged

8

61

53

39

-

66

66

34

9

65

56

35

English Learners

-

58

58

42

-

50

50

50

-

50

50

50

Earth Science Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

5

79

73

21

6

79

73

21

11

77

66

23

Female

4

80

75

20

4

79

75

21

10

76

66

24

Male

6

78

71

22

8

79

71

21

12

77

65

23

American Indian

<

100

<

0

Asian

10

81

71

19

7

86

79

14

15

97

82

3

Black

-

51

51

49

3

49

46

51

-

44

44

56

Hispanic

2

49

47

51

-

64

64

36

2

57

55

43

White

7

93

85

7

9

90

81

10

16

89

73

11

Two or more races

7

80

73

20

-

75

75

25

11

78

67

22

Students with Disabilities

-

46

46

54

3

38

35

63

4

38

34

62

Economically Disadvantaged

1

49

48

51

1

53

52

47

3

56

53

44

English Learners

-

32

32

68

-

51

51

49

-

57

57

43

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;

instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;

enable students to understand the basic values, principles, and operation of American constitutional democracy;

prepare students for informed, responsible, and participatory citizenship;

develop students’ skills in debate, discussion, and writing; and

provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

19

87

68

13

16

83

68

17

19

83

64

17

Female

14

87

73

13

13

82

69

18

16

81

66

19

Male

25

88

63

12

18

84

66

16

22

85

62

15

American Indian

<

<

<

<

<

<

<

<

<

100

<

0

Asian

29

90

61

10

30

94

64

6

36

94

58

6

Black

2

61

60

39

2

49

47

51

4

50

47

50

Hispanic

5

70

65

30

5

67

62

33

8

69

62

31

White

25

95

70

5

19

92

74

8

23

92

69

8

Two or more races

9

86

77

14

15

83

68

17

16

82

66

18

Students with Disabilities

5

59

54

41

10

51

42

49

7

54

47

46

Economically Disadvantaged

2

63

61

37

4

58

54

42

6

63

56

37

English Learners

-

52

52

48

6

66

60

34

7

64

57

36

VA & US History Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

23

89

66

11

17

86

69

14

18

89

70

11

Female

13

88

75

12

14

86

72

14

13

89

75

11

Male

31

90

59

10

20

85

66

15

23

88

66

12

American Indian

<

100

<

0

<

100

<

0

<

100

<

0

Asian

26

81

56

19

19

89

69

11

34

92

58

8

Black

3

73

70

27

-

51

51

49

3

55

52

45

Hispanic

10

67

56

33

2

77

75

23

8

79

71

21

White

29

96

67

4

22

95

73

5

22

97

75

3

Two or more races

16

95

79

5

20

85

65

15

8

81

73

19

Students with Disabilities

-

73

73

27

6

51

46

49

3

67

64

33

Economically Disadvantaged

1

64

63

36

2

60

58

40

3

72

69

28

English Learners

-

35

35

65

3

61

58

39

-

71

71

29

World History I Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

20

88

68

12

15

80

65

20

22

83

61

17

Female

19

89

70

11

14

78

64

22

20

79

59

21

Male

21

87

66

13

16

82

66

18

24

86

62

14

American Indian

<

100

<

0

<

<

<

<

Asian

45

93

48

8

34

97

63

3

44

94

50

6

Black

1

65

63

35

1

49

48

51

3

52

49

48

Hispanic

3

68

65

32

3

57

53

43

10

70

59

30

White

24

96

71

4

18

90

71

10

26

91

65

9

Two or more races

-

77

77

23

17

91

74

9

29

89

61

11

Students with Disabilities

6

56

50

44

5

46

41

54

-

44

44

56

Economically Disadvantaged

3

63

60

37

5

56

52

44

7

63

56

37

English Learners

-

56

56

44

9

65

57

35

9

62

53

38

World History II Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

16

86

70

14

14

84

70

16

17

78

61

22

Female

10

85

76

15

11

82

71

18

13

75

62

25

Male

24

86

62

14

17

85

68

15

20

80

61

20

American Indian

<

<

<

<

<

100

<

0

Asian

14

94

80

6

33

94

61

6

29

97

68

3

Black

-

44

44

56

3

46

43

54

3

42

39

58

Hispanic

3

75

73

25

10

70

60

30

2

61

59

39

White

22

95

73

5

15

92

77

8

22

88

66

12

Two or more races

16

89

74

11

9

74

65

26

9

73

64

27

Students with Disabilities

10

52

43

48

6

50

44

50

5

46

41

54

Economically Disadvantaged

2

62

59

38

3

56

53

44

5

51

46

49

English Learners

-

68

68

32

4

75

71

25

12

56

44

44

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Number of recently arrived English language learners exempted from state reading assessments

2015-2016

2016-2017

2017-2018

State

0

0

0

Division

0

0

0

School

0

0

0

Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade

2014-2015

2015-2016

2016-2017

Grade 9

559

493

506

Grade 10

508

544

483

Grade 11

429

470

499

Grade 12

480

467

501

Total Students

1,976

1,974

1,989

Fall Membership by Grade

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available

Fall Membership by Subgroup

2016 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;

Receives Temporary Assistance for Needy Families;

Is eligible for Medicaid; or

Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup

Subgroup

2014-2015

2015-2016

2016-2017

All Students

1976

1974

1989

Female

971

944

947

Male

1005

1030

1042

American Indian

7

6

6

Asian

141

143

158

Black

281

302

298

Hispanic

186

201

229

Native Hawaiian

1

1

White

1258

1231

1193

Two or more races

102

90

105

Students with Disabilities

219

218

232

Not Students with Disabilities

1757

1756

1757

Economically Disadvantaged

468

468

526

Not Economically Disadvantaged

1508

1506

1463

English Learners

156

149

206

Not English Learners

1820

1825

1783

Homeless

10

17

14

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet availableUnduplicated = Students are able to be in two gap
groups

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.”

Status of the Students in the 2016-2017 Cohort

Student Subgroup

School

Advanced Diplomas

Standard Diplomas

Other Diplomas

GED's

Dropouts

Other Non-Graduates

All Students

School

307

129

7

3

7

10

Division

659

302

21

8

29

18

State

49783

34420

2708

951

5505

1973

Female

School

175

56

3

2

5

5

Division

372

136

9

4

16

7

State

27214

15198

935

331

1880

683

Male

School

132

73

4

1

2

5

Division

287

166

12

4

13

11

State

22569

19222

1773

620

3625

1290

American Indian

School

<

<

<

<

0

<

Division

<

<

<

<

0

<

State

123

127

11

4

27

4

Asian

School

25

8

1

0

0

0

Division

34

13

1

0

0

0

State

4573

1128

82

17

115

53

Black

School

16

44

1

0

1

5

Division

45

70

2

0

2

5

State

7924

10596

1070

219

1500

852

Hispanic

School

24

19

0

0

2

0

Division

38

39

0

1

6

1

State

4750

4926

291

89

1961

258

White

School

226

50

4

3

3

3

Division

507

159

16

5

18

10

State

29987

16107

1157

579

1724

708

Two or more races

School

14

7

1

0

1

2

Division

32

18

2

1

3

2

State

2364

1473

93

43

174

95

Students with Disabilities

School

7

30

7

1

2

0

Division

25

70

21

1

12

0

State

1022

6034

2708

133

1172

104

Economically Disadvantaged

School

28

69

2

1

3

6

Division

70

135

10

4

15

10

State

9595

15818

1594

427

2642

1138

English Learners

School

6

24

0

0

2

1

Division

8

38

1

0

6

1

State

1518

3295

265

34

1625

81

Homeless

School

<

<

<

<

0

<

Division

0

6

0

1

4

0

State

203

616

88

24

237

57

LEGEND

< = A group below state definition for personally identifiable results
- = No data for group * = Data not yet available

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School

Students Subgroup

Students in Cohort

Graduates

On-Time Graduation Rate

Completers

Completion Rate

Cohort Dropouts

Cohort Dropout Rate

All Students

463

443

95.7

449

97

7

1.5

Female

246

234

95.1

238

96.7

5

2

Male

217

209

96.3

211

97.2

2

.9

American Indian

0

<

100

<

100

0

0

Asian

34

34

100

34

100

0

0

Black

67

61

91

64

95.5

1

1.5

Hispanic

45

43

95.6

43

95.6

2

4.4

White

289

280

96.9

283

97.9

3

1

Two or more races

25

22

88

22

88

1

4

Students with Disabilities

47

44

93.6

45

95.7

2

4.3

Economically Disadvantaged

109

99

90.8

103

94.5

3

2.8

English Learners

34

30

88.2

31

91.2

2

5.9

Homeless

0

<

100

<

100

0

0

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available Gap Group 1 = Students with Disabilities, English
Language Learners, Economically Disadvantaged
Students (unduplicated) Gap Group 2 = Black Students Gap Group 3 = Hispanic Students Unduplicated = Students are able to be in two gap
groups

Advanced Program Information: Number and Percentage of
Students Enrolled in Advanced Programs

Advanced Program Information

Count/Percentage

Program Type

2014-2015

2015-2016

2016-2017

Advanced Placement Test Taken

381 / 19.3%

500 / 25.34%

333 / 16.77%

Advanced Placement Course Enrollment

380 / 19.25%

618 / 31.32%

615 / 30.97%

Dual Enrollment

42 / 2.13%

404 / 20.48%

459 / 23.11%

Governor’s School Enrollment

-

-

-

IB Course Enrollment

-

-

-

Senior Enrolled in IB Program

-

-

-

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2014-2015 FGI cohort year (students
entering high school in 2011)

Total number of students in the cohort earning a
federally recognized high school diploma

Students who enrolled in
any Institution of Higher
Education (IHE) within 16
months of earning a
federally recognized high
school diploma

Type

Total

Total HE

Remaining Percent

All Students

School

413

338

18

Division

908

724

20

State

80025

57580

28

Female

School

216

188

13

Division

441

363

18

State

40462

31127

23

Male

School

197

150

24

Division

467

361

23

State

39563

26453

33

Asian

School

26

25

4

Division

44

42

5

State

5267

4592

13

Black

School

47

35

26

Division

83

62

25

State

17167

11282

34

Hispanic

School

26

15

42

Division

67

45

33

State

8077

5221

35

White

School

290

241

17

Division

668

536

20

State

45759

33749

26

Two or more races

School

24

22

8

Division

46

39

15

State

3387

2498

26

Students with Disabilities

School

29

20

31

Division

80

56

30

State

5663

3031

46

Economically Disadvantaged

School

69

43

38

Division

167

101

40

State

22406

12947

42

English Learners

School

20

13

35

Division

33

21

36

State

3672

2255

39

LEGEND

< = A group below state definition for personally
identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates
about college enrollment according to the National
Student Clearinghouse. For more information, see the
answers to Frequently Asked Questions
about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not
participate in NSC are not included in the number or
percent of students enrolled in an IHE. Federally recognized high school diplomas include
Standard, Advanced Studies, or International
Baccalaureate (IB) diplomas.
Most subgroups are based on students' most recent
status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;

Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;

Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or

Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education

Count

2014-2015

2015-2016

2016-2017

NOCTI Assessments

School

-

2

2

&nbsp

Division

-

7

12

&nbsp

State

3971

4139

3623

State Licensures

School

12

3

4

&nbsp

Division

25

15

17

&nbsp

State

1673

1790

1964

Industry Certification

School

69

35

214

&nbsp

Division

167

69

520

&nbsp

State

89541

100544

109590

Workplace Readiness

School

148

18

440

&nbsp

Division

215

107

1055

&nbsp

State

33665

30775

42313

Total Credentials Earned

School

229

58

660

&nbsp

Division

407

198

1604

&nbsp

State

128850

137248

157490

Students Earning One or More Credentials

School

175

54

577

&nbsp

Division

302

178

1376

&nbsp

State

104867

109089

126113

CTE Completers

School

91

69

129

&nbsp

Division

278

204

280

&nbsp

State

39291

42404

40516

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement

2013-2014

Number of Test Takers

Number of Tests Taken

Number of Tests with Qualifying Scores

Percentage of Tests Passed

All Students

462

990

794

80.2%

2014-2015

Number of Test Takers

Number of Tests Taken

Number of Tests with Qualifying Scores

Percentage of Tests Passed

All Students

453

1009

815

80.8%

2015-2016

Number of Test Takers

Number of Tests Taken

Number of Tests with Qualifying Scores

Percentage of Tests Passed

All Students

459

1010

861

85.2%

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.

Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.

Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

School Division - Percentage of Expenditures

2013-2014

2014-2015

2015-2016

Percentage of fiscal year divisionoperating expenditures for instructional costs

65.5

66.1

66.1

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures

2013-2014

2014-2015

2015-2016

Percentage of fiscal year stateoperating expenditures for instructional costs

66.8

67.1

66.9

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending

Local Funding

State

Federal

2013-2014

9,062.00

3,106.00

607.00

2014-2015

8,706.00

3,264.00

542.00

2015-2016

9,064.00

3,282.00

665.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.

Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.

By high school, regular attendance is a better dropout indicator than test scores.

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup

2013-2014

2014-2015

2015-2016

2016-2017

Subgroup

0%-10%

10%-15%

15%-20%

20+%

0%-10%

10%-15%

15%-20%

20+%

0%-10%

10%-15%

15%-20%

20+%

0%-10%

10%-15%

15%-20%

20+%

All Students

1876

38

7

27

1974

48

17

18

1923

59

25

33

1955

64

19

25

Female

924

17

5

14

964

23

7

12

912

33

16

10

931

31

4

11

Male

952

21

2

13

1010

25

10

6

1011

26

9

23

1024

33

15

14

American Indian

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Asian

130

1

1

0

149

2

0

0

143

2

0

1

159

2

0

3

Black

280

9

0

8

285

5

1

4

290

11

9

6

292

13

5

3

Hispanic

166

4

2

3

188

6

2

3

192

14

3

7

240

7

1

3

Native Hawaiian

0

0

0

0

0

0

0

0

0

0

0

0

White

1204

21

4

15

1243

30

14

11

1201

28

10

15

1157

34

10

15

Two or more races

88

3

0

1

101

5

0

0

91

2

3

3

102

8

2

1

Students with Disabilities

205

7

0

1

224

5

3

2

212

11

4

6

224

9

5

6

Economically Disadvantaged

450

19

5

10

476

19

11

7

466

29

10

17

581

26

9

12

English Learners

144

1

0

1

168

4

2

1

155

13

0

1

225

4

0

4

Homeless

24

1

0

1

23

1

3

1

25

5

1

2

28

2

1

0

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate

Subgroup

2014-2015

2015-2016

2016-2017

All Students

97.31

96.58

96.77

Female

97.19

96.56

96.74

Male

97.42

96.6

96.79

American Indian

97.31

91.9

93.9

Asian

98.42

98.34

97.92

Black

97.51

96.42

97.16

Hispanic

96.87

95.68

96.97

White

97.22

96.61

96.54

Two or more races

97.14

96.28

96.17

Students with Disabilities

97.48

96.27

96.76

Economically Disadvantaged

96.77

95.92

96.82

English Learners

97.75

96.76

97.67

Migrant

89.25

84.43

100

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses

Number of Offenses

Alcohol, Tobacco, and Other Drug Offenses

24

Technology Offenses

<

Offenses Against Student

17

Offenses Against Staff

<

Weapons Offenses

<

Property Offenses

<

All Other Offenses

<

Other Offenses Against Persons

38

Disorderly or Disruptive Behavior Offenses

24

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions

2014-2015

2015-2016

2016-2017

Subgroup

% Population

% Short Term Suspensions

% Population

% Short Term Suspensions

% Population

% Short Term Suspensions

American Indian

0.355

0.304

0.302

1.12

Asian

7.143

7.248

2.17

7.956

2.25

Black

14.235

54.81

15.307

51.09

15.005

43.82

Hispanic

9.422

12.5

10.188

21.74

11.531

15.73

Native Hawaiian

0.051

0.051

White

63.728

25

62.392

20.65

60.07

26.97

Two or more races

5.167

7.69

4.562

4.35

5.287

10.11

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions

2014-2015

2015-2016

2016-2017

Subgroup

% Population

% Long Term Suspensions

% Population

% Long Term Suspensions

% Population

% Long Term Suspensions

American Indian

0.355

0.304

0.302

Asian

7.143

7.248

7.956

Black

14.235

15.307

33.33

15.005

100

Hispanic

9.422

10.188

66.67

11.531

Native Hawaiian

0.051

0.051

White

63.728

62.392

60.07

Two or more races

5.167

4.562

5.287

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions

2014-2015

2015-2016

2016-2017

Subgroup

% Population

% Expulsions

% Population

% Expulsions

% Population

% Expulsions

American Indian

0.355

0.304

0.302

Asian

7.143

7.248

7.956

Black

14.235

15.307

15.005

Hispanic

9.422

10.188

11.531

Native Hawaiian

0.051

0.051

White

63.728

62.392

60.07

Two or more races

5.167

4.562

5.287

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students
:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation

2014-2015

2015-2016

2016-2017

Percentage

Percentage

Percentage

All Students

67.18

64.62

60.53

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Provisionally Licensed Teachers

Provisionally Licensed Teachers

2015-2016

2016-2017

Provisional Special Education

1%

1%

Provisional

4%

5%

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment

Bachelor's Degree

Master's Degree

Doctoral Degree

Other

2014-2015

28%

68%

1%

3%

2015-2016

28%

68%

2%

2%

2016-2017

28%

69%

1%

2%

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available

The mission of Virginia's public education system is to educate students in the fundamental knowledge and academic subjects that they need to become capable, responsible, and self-reliant citizens. Therefore, the mission of the Virginia Board of Education and the superintendent of public instruction, in cooperation with local school boards, is to increase student learning and academic achievement.